Standard #: ELA.7.R.2.3


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Explain how an author establishes and achieves purpose(s) through diction and syntax.


Clarifications


Clarification 1: This benchmark focuses on the way in which diction (the author’s word choice) and syntax (the way in which an author arranges those words) work together to achieve a purpose.

General Information

Subject Area: English Language Arts (B.E.S.T.)
Grade: 7
Strand: Reading
Date Adopted or Revised: 08/20
Status: State Board Approved

Related Courses

Course Number1111 Course Title222
1001040: M/J Language Arts 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1001050: M/J Language Arts 2 Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current))
1002010: M/J Language Arts 2 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1006010: M/J Journalism 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1007010: M/J Speech and Debate 2 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 and beyond (current))
1009040: M/J Writing 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1700060: M/J Career Research and Decision Making (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current))
7810012: Access M/J Language Arts 2  (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
1002181: M/J Developmental Language Arts Through ESOL (Reading) (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1000012: M/J Intensive Reading 2 (Specifically in versions: 2021 and beyond (current))


Related Access Points

Access Point Number Access Point Title
ELA.7.R.2.AP.3 Explain how the author’s word choice influences the purpose of the text.


Related Resources

Lesson Plans

Name Description
The Narrative of the Life of Frederick Douglass:The Early Life of Frederick Douglass

After rereading chapters 1-3 from the text, The Narrative of the Life of Frederick Douglass and the 13th-15th Amendments, students will better understand Civil Rights and the author’s choice of words to use throughout the text to make a point. Students can identify and explain examples within the text where Douglass uses diction and syntax to establish and achieve his purpose.

There are three lessons that can be used to complement a study of The Narrative of the Life of Frederick Douglass and take a new perspective by merging ELA skills with civics knowledge.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

The Narrative of the Life of Frederick Douglass: Frederick Douglass and the 14th Amendment

After rereading chapters 4-6 of The Narrative of the Life of Frederick Douglass, students will determine the meaning of the term citizen based on their background knowledge and the 14th Amendment. Students will read and annotate the 14th Amendment text. Students will then compare how the U.S. Constitution defined citizenship to the way enslaved people were treated by analyzing Frederick Douglass’ words and phrases in chapters 4-6 of his narrative.

There are lessons that can be used to complement a study of The Narrative of the Life of Frederick Douglass and help students take a new perspective by merging ELA skills with civics knowledge.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

Women's Suffrage speeches: Close Reading of "The Destructive Male" Speech

Students will be doing a close read of Elizabeth Cady Stanton’s speech, "The Destructive Male." Students will be annotating the text along with answering questions that will lead them to a deeper understanding of women’s suffrage and the importance of the 19th Amendment.

There are three lessons that can be used to complement a study of Women's Suffrage speeches and help students take a new perspective by merging ELA skills with civics knowledge.

This resource uses a text that is on the Florida Department of Education's reading list.

Paraphrasing LBJ: American Progress

In this lesson, students will sharpen their paraphrasing skills using a speech by President Lyndon B. Johnson. Students will paraphrase several key sections from LBJ's speech following the 1968 Civil Rights Act. In doing so, they will learn the four steps to paraphrasing effectively.

President Ronald Reagan's Inaugural Address

President Ronald Reagan's Inaugural Address

In this lesson, students will read former President Ronald Reagan’s Inaugural Address to identify two rhetorical devices, imagery and rhetorical question. Students will explain how these rhetorical devices are used strategically to support and achieve the purpose of his speech. 

Text Resources

Name Description
The Spirit of Liberty: Analyzing Rhetorical Devices

This teaching resource provides the tools to help students analyze the use of rhetorical devices in the historical American speech by Judge Learned Hand, “The Spirit of Liberty.” Delivered in 1944 during the height of WWII, Judge Hand delivers a powerful message about the true essence of liberty through his use of two rhetorical devices—anaphora and rhetorical questions. Students will analyze his use of these rhetorical devices to better understand their meaning and significance.

On Women's Right to Vote: Analyzing the Significance of Connotation

This teaching resource provides teachers with the tools to help students analyze the connotation of specific words and phrases within Susan B. Anthony’s speech, “On Women’s Right to Vote.” The speech includes examples of language with positive, negative, and neutral connotations to help the author establish and achieve purpose. This resource will help teachers explain the concept of connotative meaning and make connections to individuals and interest groups that influence our government through the use of this historic speech.

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